Assignment #3 – Discussion Paper: Planning for Instruction This paper will discuss Chapter 4: Planning for Instruction from the course text, Teaching Physical Education Today Canadian Perspectives. This chapter discusses important considerations for planning, the process of planning, and provides the criteria to help create an effective lesson plan. Planning is known as the “instructional process” and involves “thinking about, researching, organizing, and developing contents for instruction” (Randall
teaching in state-maintained schools, it is necessary that the National Curriculum Framework is followed and children are taught the relevant skills and knowledge stated within each Programme of Study. Therefore, there must be structure to the lessons where these skills and knowledge are to be developed throughout the academic year. Previous teaching strategies required teachers to follow a rigid plan where each individual lesson was to last one hour and be taught at a certain time on a certain day
Kindergarten Reflection Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children
instructional planning, schools have progressed through a series of curriculum and teaching initiatives in their search for the right mix of strategies that will lead to student achievement of the standards. Although districts may have selected different approaches to the standards in any given year, a pattern of responses has emerged. The first response focused on alignment: aligning the curriculum with the scope and sequence of the standards, adoption of standards aligned curriculum material, and
professional practice I highlight the need for students to be stretched and challenged as a foundation for motivation and learner satisfaction. This links with the planning of my lessons to teach the curriculum. Furthermore within my teaching I have high aspirations for the learners and encourage them to succeed. This is shown within my teaching and planning as I display enthusiasm towards challenging tasks. This inspires students and accelerates students learning. It has been proven that teacher led sessions
This paper will examine the planning and purpose of curriculum in the early childhood classroom. Discussed will be the definition of an integrated curriculum, and the connection between curriculum and development in the pre-kindergarten and Kindergarten student. The core content areas of childhood development will be outlined and defined and developmental support provided to all areas of content will be examined. Some of the reasons for maintaining a curriculum plan, as well as connections between
According to Squires’ (2005), there are ten criteria for useful and usable curriculum (p. 111). Our curriculum does not meet many of the criteria. We have one document that indicates how the Archdiocese of Omaha standards are supported by our textbook lessons. We also have a weekly curriculum map indicating which chapter/topic we are teaching each week. There is however, great discrepancy in the usefulness of these documents. Some teachers include standards, some topics, and some just indicate
Curriculum Reflection Ste. Genevieve R-II school district is located in Southeast Missouri. The district’s mission statement is Working Together to Create Success at Ste. Genevieve and Beyond. One of the most successful ways that the Ste. Genevieve faculty collaborates together concerns their method of curriculum development, alignment, and revision. This reflection assignment will examine the curriculum process of Ste. Genevieve R-II. The following items will be addressed within
A. What you learned about the process of working in your group Throughout taking this course, EDLD 500: Prioritizing, Mapping and Monitoring the Curriculum, the students have had many opportunities to briefly work together on several assignments. Whether it has been simple discussion of an article to share with the rest of the class, role-playing instructional methods, or even creating a brief power point, none has been as difficult as this final project. This is not to say that the final project
Five: Redefining Curriculum Themes Summary This chapter is all about redefining curriculum themes. The themes teachers do is just topical themes that actually may not benefit the students at all when it comes to development. We need to observe the children and find out what is their interests and use that to expand their learning. If we are going to have a curriculum it should be focus on were the kids are at and not from just a textbook. We need to go from traditional theme planning to developmental